Voices of School Press Conference Coaches

Authors

Michael M. Cubita, Catherine G. Malon, Ligaya G. Novida

Abstract

This study explored the voices of School Press Conference (SPC) coaches in the Calamba District as they navigated the delicate balance of surviving and thriving within the competitive journalistic landscape during the school year 2025–2026. Utilizing a qualitative phenomenological design, the research investigated how educators balanced primary teaching responsibilities with the technical demands of campus journalism, the systemic challenges and role strain they encountered, and the coping mechanisms they employed to maintain professional commitment and well-being. Data were gathered through semi-structured interviews with fifteen purposively selected participants and analyzed using a thematic approach to capture their lived realities. Findings revealed that while coaches face significant role strain, workload conflict, and emotional pressure, they successfully transition from reactive survival to becoming proactive operations architects. Participants utilized strategic, system-based coping such as automated editorial workflows and digital newsroom infrastructures to achieve organizational mastery. Furthermore, meaning-making and spiritual coping served as vital buffers against burnout. The coaching role has evolved into a systems-driven mentorship. While logistical friction persists, sustaining excellence in campus journalism requires a purpose-driven mindset supported by structured institutional frameworks to transform professional burdens into organizational assets.

Keywords

lived experiences, meaning-making, operations architect, school press conference (spc) coaches, teacher-coach paradox